Early Childhood Education Review PDF

I. Foundations of Early Childhood Education  Early Childhood Education (ECE) Defined: ECE refers to providing developmentally appropriate learning experiences for children from birth to age 8, encompassing both formal and informal contexts. The early childhood period is d...

I. Foundations of Early Childhood Education  Early Childhood Education (ECE) Defined: ECE refers to providing developmentally appropriate learning experiences for children from birth to age 8, encompassing both formal and informal contexts. The early childhood period is defined as the time from infancy through 8 years of age.  Domains of Child Development: There are several domains of child development, including: o Physical Domain: Encompasses physical growth, health, safety, and the development of fine and gross motor skills. o Cognitive Domain: Refers to a child’s ability to think abstractly, understand concepts and their logical relationships, and to use these to form new ideas or conclusions. It involves thinking skills such as learning, understanding, problem-solving, reasoning, and remembering. o Language Domain: Refers to a child’s ability to understand and use language to communicate. o Social-Emotional Domain: Refers to the ability to know oneself, express and understand feelings, and relate to others. o Character and Values Domain: Encompasses the development of understanding justice and fairness, right and wrong, and love and respect. o Creative and Aesthetic Domain: Involves awareness and development of innate talents and creative skills. o Adaptive Behavior: Refers to the ability of a child to care for themselves in age-appropriate ways.  Early Childhood Care and Development: A comprehensive, integrated program for children and families that includes childcare, health, nutrition, and interventions.  Common Terms: Preschool education, Kindergarten, Preparatory, Montessori Program, and Infant & Toddler Program are terms commonly used in ECE.  Kindergarten Education in the Philippines: A one-year preparatory education program for children at least five years old before Grade 1.  Developmentally Appropriate Practice (DAP): o DAP has three dimensions: Age appropriateness, individual appropriateness, and cultural appropriateness. o Principles of child development and learning  All domains of development are important and interrelated.  Development follows well-documented sequences.  Development proceeds at varying rates.  Development results from an interaction of biological maturation and experience.  Early experiences have a profound impact.  Development is influenced by social and cultural contexts.  Secure relationships with adults and peers are important.   Children learn in a variety of ways.  Experiences shape motivation and learning approaches.  Children advance when challenged just beyond their current mastery.  Play is important for development. o Other characteristics of DAP programs include linguistically appropriate instruction, authentic assessment, the construction of knowledge, and adjusting to meet children's needs.  The Early Years Foundation Stage (EYFS): A government framework for children aged 0-5 that sets standards for learning, development, health, and safety. It promotes school readiness by giving children a broad range of knowledge and skills. II. Types of Early Childhood Programs  Classification by Schedule: o Half-day programs usually focus on education. o Full-day programs focus on both education and childcare.  Classification by Location: o Center-based programs. o Home-based programs.  Classification by Sponsorship: o Public-supported programs. o Private programs. o Non-profit programs.  Specific Program Types: o Family Child Care: Care provided in a family residence, similar to an extended family. o Laboratory Schools. o Parent Cooperative Schools: Organized and run by parents. o Faith-based programs: Programs that include pastoral care, community service, education, and social justice. o Teen parent programs.  Programs for Specific Populations: o Homeless children. o Programs for Infants, Toddlers, and Preschoolers III. Early Childhood Curricula and Approaches  Experiential Learning: A process of making meaning from direct experience. The cycle includes experiencing, sharing, analyzing, inferring, and applying. o Methods include field trips, games/play, and storytelling. o Benefits include enhanced critical thinking, teamwork, confidence, and deeper understanding.  High Scope Curriculum: o Emphasizes active learning, where children and adults share control. o Key components: Active participatory learning, daily routine, learning environment, adult-child interactions, and assessment. o Active learning is the center, involving direct action on materials and reflection. o Children learn through self-initiated activity, and problem-solving. o The daily routine includes plan-do-review. o Adults provide guidance, not directives.  Montessori Approach:  Developed by Maria Montessori, emphasizes child-centered learning, hands- on materials, and independence.  Key features include child-centeredness, specially designed materials, mixed- age classrooms, teachers as facilitators, and the classroom as a prepared environment.  Five core components: Trained teachers, multi-aged classrooms, using materials, child-directed work, and uninterrupted work periods.  Environment plays a key role in promoting independence.  Waldorf Education:  Based on the philosophy of Rudolf Steiner, uses a holistic approach that engages the head, heart, and hands.  Three key stages: Early childhood (0-7), middle childhood (7-14), and adolescence (14-21).  Emphasizes creativity, imagination, and experiential learning.  Uses expressive arts, routines, and creative learning.  Focuses on the whole child, with learning through art, music, stories, and games.  Play is viewed as important for children's development.  Toys encourage imaginative play and sensory engagement. IV. Specific Programs and Considerations  Head Start Program: A federal initiative that promotes school readiness for young children from low-income families. Offers comprehensive services in early childhood education, health, nutrition, and parent involvement.  o Serves low-income families, homeless children, children with disabilities, and pregnant women. o Aims to provide equal opportunities, focus on early development, and support overall well-being.  Infant and Toddler Programs: o DAP for children from birth to age 3 emphasizes that changes take place rapidly, development is intertwined, and infants are dependent. o Infant programs include face-to-face interactions, gentle responses, safe environments, and appropriate toys. o Toddler programs involve one-to-one conversations, labeling objects, redirecting behavior, and providing opportunities for active play. o Infant and toddler programs are more intense, physical, and personal compared to preschool education.  Preschool Programs: o Provide learning experiences to children from 3-5 years old. o Growing popularity due to changing family patterns and the view that early intervention works best. o Purposes include supporting learning, delivering services to families, and solving social problems. o Preschoolers are in the preoperational stage of intelligence, with symbolic thought, egocentrism, centration, and concreteness. o Social-emotional development occurs through peer relationships. o Teachers support self-concept and help children express emotions constructively. o School readiness includes health, physical, social, emotional, language, and cognitive development.  Kindergarten:  For five and six year old children as a prerequisite to Grade 1  Emphasizes play and the importance of learning through experience.  In the Philippines, Kindergarten is one year of preparatory education for all children who are at least 5 years old by June 1  The Welsh Curriculum: o Evolved over time, focusing on flexibility, Welsh identity, and holistic learning. o Guided by four main purposes: ambitious, capable learners; enterprising, creative contributors; ethical, informed citizens; and healthy, confident individuals. o Uses progression steps instead of traditional year-by-year assessments. o Integrates the Welsh language and promotes bilingualism. V. The Early Childhood Professional  Professionalism: Involves competence, a sense of identity, and a commitment to ethical teaching and child advocacy.  Professionals can diagnose situations, select interventions, apply them skillfully, and explain their choices.  An effective educator teaches all children, promotes high standards, and continually expands their skills.  Key aspects of professionalism include: personal characteristics, qualifications, practice, and public presentation.  Early childhood professionals need to demonstrate understanding of child development, observe and assess children, establish safe environments, implement appropriate curricula, establish supportive relationships with children and families, and support the development of individual children. Key Concepts to Review  Developmentally Appropriate Practice (DAP) and its core principles.  The different domains of child development and how they are interrelated.  The unique features of different ECE program types, including Montessori, Waldorf, and High Scope.  The importance of play in early childhood learning.  The role of the teacher as a facilitator and guide.  The significance of family and community involvement.